Open AccessTeacher-level and context-level barriers to using English as a medium of instruction: A systematic review
Author(s) -
Chee Luen Loy,
Norwaliza Abdul Wahab
Publication year - 2020
Publication title -
journal of research, policy and practice of teachers and teacher education/the journal of research, policy and practice of teacher's and teacher education
Language(s) - English
Resource type - Journals
eISSN - 2550-1771
pISSN - 2232-0458
DOI - 10.37134/jrpptte.vol10.2.6.2020
Subject(s) - context (archaeology) , psychology , english language , resistance (ecology) , language barrier , mathematics education , pedagogy , medical education , medicine , political science , paleontology , ecology , law , biology
A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.